2nd Term Meeting for English Teachers

N U E V O L E Ó N
2021
 ● To share suggestions for building a strategy

to incorporate social-emotional education

into our English classes.

AIMS
● To share some proposals to carry out the

contents of the 2nd quarter.

 1. Welcome

2. Building a strategy to incorporate SEE into

our English classes.

AGENDA 3. Second Term Contents

• 1st grade
• 2nd grade
• 3rd grade
4. Survey and attendance register.
 SOCIAL-EMOTIONAL EDUCATION

i n g !

SEE
d m o r n
! G o o
e l lo g!
Hi! H o o de v en i n
t’s
on ! G o ? I
a f t e r no d o y o ud
Go od y ou ! H o w
e to s ee ou!
? N i c m e e t y
re y o u re a t to
Ho w a se e y o u ! G
to
great
 IMPORTANCE OF SEE

Socio-emotional Education is a learning process through

which children and teenagers work and integrate into their
lives the concepts, values, attitudes and skills that allow
them to understand and manage their emotions…

https://www.planyprogramasdestudio.sep.gob.mx/descargables/EDUCACION_SOCIOEMOCIONAL.pdf
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
SOCIAL-EMOTIONAL EDUCATION
TEN SUGGESTIONS

https://cdn2.f-cdn.com/files/download/40990848/43757f.jpg
1. V I R T U A L V I S U A L B A C K G R O U N D S

I feel
dizzy!
1. V I R T U A L V I S U A L B A C K G R O U N D S
 2. F U N WAY S O F G R E E T I N G

Hello! Good morning!

DANC
1
SMILE HUG
2 3
VERBAL 4
E
5
Good afternoon! Good evening! WINK

How are you? Nice to see you! Hi!

6
WAVE 7
FIST 8
FUNNY 9
HIGH 10
THUMBS
How do you do? It’s great to see you!
BUMP FACE FIVE UP

Great to meet you!

 2. F U N WAY S O F G R E E T I N G

Image taken from: https://www.sherwoodcs.org/post/bringing-imagination-to-life-with-puppets

 3. P O S I T I V E T H O U G H T S O R
PHRASES

e to t h e
c
1. I am an amazing person. 2. I can make a difference.

y o u r f a s e e
“Kee p
3. Today I am a leader.

c a nn o t 4. My challenges help me grow.

d y o u
5. Today, I choose to be successful.
a n
6. My mistakes help me learn and

un s h in e .”
grow.

s s h a d o w
7. All of my problems have solutions. 8. Today is going to be a great day.
a KELLER
HELEN
9. I believe in myself and my habilities. 10. I have the power to make my
dreams true.
 4. MINDFULNESS ACTIVITIES

B r e a t h Aw a r e n e s s A c t i v i t i e s

Feeling the breath

ul
Pinwheel breathing

f n es s Blowing bubbles

l y, m i nd
t sim p
Pu
is 
 5 . P L AY I N G G A M E S
Riddle
s

CHARADES

S i m o n s a y s
 RIDDLES

Procedure
• Divide the class into teams of up to 6 students in each.
• Write 6,5,4,3,2,1 on the board.
• As you read each clue to the riddles out, teams can guess what the answer is. If they are correct

after one guess they score 6 points, after 2 guesses five points, etc...
• Each team adds the earned points at the end of the game (ten riddles).
• The team that obtains the most points is the winner!
 RIDDLE 1

I am not a bird, but I can fly.

I eat insects and fruit.
I am dark.
I sleep upside down.
A bat
 RIDDLE 2

I am yellow and round.

I am the same size as an apple.

You can not eat me!

You hit me with a racket.

A tennis ball
 6. SCHEDULE CLASS MEETINGS

My dog is awesome! This is my bike I like dancing

I can play drums! I love playing videogames

How are you? Nice to see you! Hi!

I enjoy watching hamsters running!

 7. SCHEDULE INDIVIDUAL
MEETINGS

Why don't you try to do one thing at a time? Is

everything alright? Can I ask you a question? I

find you a little distracted I loved your last job!

I appreciate the effort you are making!

 8. MODEL SEE COMPETENCIES

“THANK YOU, MY TEACHER,

FOR INSPIRING ME TO BLOOM
AND TO FLY ON MY WINGS”
9. HOW TO OVERCOME ADVERSITY
 1 0 . S TAY I N G I N T O U C H

• Send congratulations notes. • Help parents to support homework.

Good job!
1st grade
2ND TERM
SPL achievements
activities
 2ND TERM
70 DAYS 15 achievements

Exchanges
Writes notes
Writes Makes likes,
to make
dialogs for a forecasts dislikes and
human body
silent movie about compliments
system
script others. in a
charts.
interview.
Dosificación
SCRIPT FOR A SILENT MOVIE COMPOSES DIALOGS
AND INTERVENTIONS
OF A SILENT FILM.
Revises silent
films

Understands main ideas

and general sense.

Produces dialogs and

interventions.
 SPL: Compose dialogs and interventions for a silent film.

Achievement 1: Revises silent films.

To
d o
w CONCEPTS (NOUNS) SKILLS (VERBS)
kno
To
Silent films Revises

What a script is. Relantionships: scenarios, actions and

What a silent movie is. sound effects.
Type of actions: tragic, comedy
Recognize topic, purpose and
audience. Non-verbal language
Actors
COMPARE AND CONTRAST

Name_____________________________________ Date_________
Silent films Modern movies
Characteristic 1

Characteristic 2

Characteristic 3
 LOOK AND ANSWER.

PIE

https://youtu.be/LQE0c1Zugx8
LOOK AND ANSWER.

PIE
LOOK AND ANSWER.

Silent movie: The Kid

PIE
https://youtu.be/LQE0c1Zugx8

1. Is this a silent movie?

2. What´s the purpose of the film?
3. What´s the topic?
4. Who´s the audience?
5. Who are the main characters?
6. Who are the secondary characters?
7. What type of actions are on the film, tragic or comedy?
READ AND ANSWER.

The movie Great Dane! A Dog´s Tale came out last week.
I went to see it, and I recommend that you save your money.
don´t bother seeing it - it was so boring, I practically fell
asleep. If you want to see a good dog movie, watch
Beagletown instead. Great Dane wasn´t very good.
What´s the author´s purpose?
a) To persuade
b) To inform
c) To entertain

https://be.chewy.com/dog-breed/great-dane/
More examples

https://theconversation.com/happy-birthday-mr-bean-celebrating-30-years-of-a-major-comedy- https://www.amazon.com.mx/Jumanji-Welcome-Jungle-Dwayne-Johnson
character-124593 /dp/B075FSRZK8

Non-verbal language
 COMPOSES DIALOGS AND
INTERVENTIONS OF A
SILENT FILM.
Revises silents
films

Understands main ideas

and general sense.

Produces dialogs and

interventions.
 SPL: Compose dialogs and interventions for a silent film.

Achievement 2: Understands main ideas and general sense.

CONCEPTS (NOUNS) SKILLS (VERBS)

Main idea Understands

General sense

What main ideas are. Anticipates the general sense and main ideas
Where they are in a text. Clarify any unknown words: actions, objects.
What is general sense. Getting to know values and behaviours from
people that live in another country.
 Anticipates the general sense and main ideas.

https://frametrek.com/best-silent-movies/
Look at the picture,
what does it tell you?

The Kid begins as a single mother leaves a charity hospital with her newborn baby. As she passes a church wedding, she puts
the child in a limousine with a note before walking away to kill herself. After some thieves steal the car, the Tramp finds the
baby and makes a home for him. Five years pass, and the woman is not only still alive, but a famous opera star with hopes of
finding the Kid she gave up. After a doctor finds the Kid living with the Tramp and her note, he reports his findings to
authorities. His men remove the Kid from the Tramp’s home to take him to the Orphan Asylum. Will the Tramp or the Woman
ever find the Kid again?

https://www.moviehousememories.com/the-kid-1921-summary/
Anticipates the general sense and
main ideas.

details
details
details
Main idea

details details
Determine the main idea and details.

Doctor finds
kid.
Mother leaves
kid in car.
Doctor reports
Will the Tramp
to authorities.
and the Mother
find the kid?
Tramps finds Men put kid in
the baby. asylum.
GIST Title: _____________________________________________________________________.

Read and write down the key words and phrases in the space, Key words and phrases.
Write a 20-word sentence summary using as many of the key words as you can.

Key words and phrases.

_________ _____________ ____________ ___________

_________ _____________ ____________ ___________

_________ _____________ ____________ ____________

_________ _____________ ____________ ____________

_________ _____________ ____________ _____________

20-word sentence summary.

Determine the main idea and details.

..\Desktop\2o. GDT INGLÉS PRIMER GRADO .docx

 COMPOSES DIALOGS AND
INTERVENTIONS OF A
SILENT FILM.
Revises silents
films

Understands main ideas

and general sense.

Produces dialogs and

interventions.
 SPL: Compose dialogs and interventions for a silent film.

Achievement 3: Produces dialogs and interventions.

CONCEPTS (NOUNS) SKILLS (VERBS)

dialogs Produces
interventions

• Parts of a dialog. • Propose sentences to compose dialogs.

• Identify the parts. • Order sentences according to sequence.
• What interventions are.
• Connectors and adverbs.
 Order sentences according to
sequence.

 Finally Joe drove very fast and got away.

 First a nurse from the hospital called Joe
to tell him his wife was in labor.
 He sat down and waited impatiently.
 When the doctor came out he carried
2 babies, Joe fainted. He couldn´t
believe it.
 He immediately arrived to the hospital.
 The doctor said: Calm down, your wife is
expecting you.
Taken from “1,000 pictures for teacher to copy.” by Andrew Wright.
 
After ordering they can write a dialog about this short story.
ASSESSMENT

• Sentences to compose dialogs. • Exit slips

Check list.
In my sentences…. Yes. No. What did I learn today and why is
Did I use capitals? It important?
Did I use connectors?
Did I use the correct verb?
Did I use pronouns or names?
Was it on the topic?

• Script with dialogs.

https://www.moviehousememories.com/the-kid-1921-summary/
FORECAST
PRODUCES FORECASTS
ABOUT OTHERS.

Revises written forecasts.

Id. forms to express future actions
while listening.
Asks and answers questions to
understand forecasts.

Writes forecasts
 SPL: Makes forecasts about others.

Achievement 1: Revises examples of written forecasts.

CONCEPTS (NOUNS) SKILLS (VERBS)

forecast Revises
• What a forecast is.
• How to make a forecast.
• Topic, purpose and
intended audience.
• Affirmative and negative
sentences.
 Aries
. You will find frivolity to be
extremely rewarding on a
day like this.

Taurus
Use your incredible perception
and intuition to find the best
solution at school. You won´t fail.

Gemini
You are patient, clever and hard-
working. You will find love this
Weel.

Highlight, make one on your own for a peer

PRODUCES FORECASTS
ABOUT OTHERS.

Revises written forecasts.

Id. forms to express future actions
while listening.

Asks and answers questions to

understand forecasts.

Writes forecasts
SPL: Makes forecasts about others.

Achievement 2: Id. Forms to express future actions while

listening.
CONCEPTS (NOUNS) SKILLS (VERBS)

Future actions Identify

listening

• Discover verbal forms of future while listening

• Future tense uses (predictions, intentions, etc)
Everytime they hear a sentence in future, they ...

Stand
up

Musical
chairs

Show a
Thumbs
green
up
post it.
PRODUCES FORECASTS
ABOUT OTHERS.

Revises written forecasts.

Id. forms to express future actions
while listening.
Asks and answers questions to
understand forecasts.

Writes forecasts
SPL: Makes forecasts about others.

Achievement 3: Makes questions and answers them.

CONCEPTS (NOUNS) SKILLS (VERBS)

questions Makes
answers

• Use more time expressions.

• Write questions and sentences that describe future situationsl
• Revise spelling among peers.
21 22 23 24 25 26 27 28 29
Ask a Miss a turn. Write a Miss a turn. YOU WIN!!!
question. question on
  the board?

20                
Go back
three
squares.
 
19 18 17 16 15 14 13 12 11
  Will man Will you visit What will you .
live in Mars your grandma study when
in the year this week- you are in
2030? end? university?

                10
Miss a turn
1 2 3 4 5 6 7 8 9
What word What is the Miss a turn. Where will Ask one If today is
do you use negative form you go on question in Tuesday what
to form the of “will”? your next the future?. day will it be
future? vacations? tomorrow?
 Assessment
• List with future situations
• Sentences describing future situations.
• Dialog with forecasts.

Taken from “1,000 pictures for teacher to copy.” By Andrew Wright.

 
WRITES NOTES FOR A HUMAN BODY
WRITES NOTES TO MAKE A
SYSTEMS CHART CHART ABOUT HUMAN
BODY SYSTEMS..
Revises and understands info
about human body systems.
Makes questions and answers about
human body systems.

Writes notes to describe charts.

Edits charts in teams and with

the teacher´s guide.
SPL: Writes notes for a human body
system chart

Achievement 1:Revises and understands info about human

body systems.
CONCEPTS (NOUNS) SKILLS (VERBS)

Human body systems Revises

information understands

• Identify new words.

• Topic, purpose and audience.
• Relantionship between pictures and text.
• Difference between systems and aparato.
• What are human body systems.
 Us
THE BODY SYSTEMS e
ca
nv
a.
co
m

The human body is made up of a number of inter-related systems that work together to maintain a stable internal environment.
Cardiovascular system
The heart and blood vessels make up this system. The heart is a pump forcing blood into a network of blood vessels allowing it to travel to organs
and delivery sites requiring oxygen gas for respirationnutrients and the removal of waste substances.
Digestive system
This system resembles a long tube with attached organs. Ingested food is broken down into constituent nutrient molecules that are then absorbed
into the bloodstream. Indigestible remains are then egested.
Endocrine system
Composed of a number of small organs distributed throughout the body, the endocrine systemcoordinates the metabolic activity of body cells by
interacting with the nervous system. Endocrine glands produce hormones (chemical messengers) released into the blood and transported to
target sites around the body.
Excretory system
The excretory system is composed of the kidneys (urine-forming organs), the bladder (temporary storage for urine) and channels for moving this
liquid waste around. Kidneys are blood purifiers filtering liquid from the bloodstream, removing undesirable substances (such as toxins) and
returning those still required to the blood.

https://www.sciencelearn.org.nz/resources/1885-body-systems
 Writes notes for a human body
SPL: system chart

Achievement 2: Makes human body systems questions and

answers them .
CONCEPTS (NOUNS) SKILLS (VERBS)

Human body systems Makes questions

Answers
• Give examples and model some questions
• Reflect about well being.
Assessment Evidence of:
• Descriptions of human body systems.
• Chart.
• Dialog from questions and answers.
CHECKLIST YES NO
Does my chart have pictures?
Does it have relevant
information?
Does it have capital letters where
necessary?
Is the format the right one?
Is the chart appealing to an
audience?
Does it have a title?
DIALOG ABOUT LIKES AND DISLIKES.
EXCHANGES LIKES AND DISLIKES
AND COMPLIMENTS IN AN
INTERVIEW.
Listens and revises likes and dislikes in
dialogs of an interview.
Understands the general sense and
main ideas in a dialog.
Expresses compliments, likes and
dislikes in a written dialog.
Expresses compliments, likes and
dislikes in a dialog.
SPL: EXCHANGES LIKES AND DISLIKES AND COMPLIMENTS IN AN INTERVIEW

Achievement 1: Listens and revises likes and dislikes in dialogs

of an interview.
CONCEPTS (NOUNS) SKILLS (VERBS)

dialogs Listens
interview Revises
Likes and dislikes
• Identifies topic, purpose and audience.
• Identify in the dialog context clues about leisure activities.
• Types of speech registers.
• Determine the sequence of speech.
 https://www.eslfast.com/robot/topics/s
malltalk/smalltalk10.htm

A: Tell me, what do you enjoy doing in your spare time?

B: I enjoy drawing and painting.
A: You know how to draw and paint?
B: Yes, I do.
A: When did you learn how to do that?
B: I learned back in high school.
A: Oh, so you took an art class?
B: Yeah, I loved that class.
A: I see that you're pretty talented.
B: Thank you very much.
A: I wish I had a talent like that.
B: I'm sure you have a talent. It's just hidden.
Speaker 1: Hi, would you like to watch a romantic movie?
Speaker 2: No, thank you. I do not like them, they boring.
Why don´t we watch an action movie instead?
I love airplanes, stunts, fighting, crashes.
Speaker 1: Ok, that is something we can both enjoy.
Speaker 2: But first let´s prepare some pop-corn and hot-dogs.
Speaker 1: Great idea!

Expendables.com
 CONTEXT CLUES

I looked out the window. All I could see was white. The ground was white.
The sky was white. My mother said, “That is a blizzard.” The schools will be closed today.”

The context shows the underlined word in the passage means:

a) Heavy snowstorm
b) Lots of sunshine
c) Heavy rainstorm

Or a blank instead of underlying Expendables.com

 2ND TERM
70 DAYS 15 achievements

Exchanges
Writes notes
Writes Makes likes,
to make
dialogs for a forecasts dislikes and
human body
silent movie about compliments
system
script others. in a
charts.
interview.
 2º GRADE
SECONDARY
SCHOOL
 LEARNING ICE BREAK

START OF CLASS
MOTIVATION
How are you today?
How are you?
What sports are you
How do they feel?
practicing?
Ready to learn something new and useful?
Swimming
Today we are going to read press releases in English.
Soccer
-Expected Learning : Monologues, genres and
Basketball
presentation.
Football
-Comments on own experiencies and those of others
Baseball
in a conversation.
Running
TEACHER 2º. GRADE
ENGLISH II 2º. GRADE

SECOND TRIMESTER EXPECTED LEARNING

-Check out journalistic news.
-Read Newspaper news.
-Contrast a story in several newspapers.

Social practice Achievement

Social Environment Product
of the Expected
Learning
language Learning

Compare the same

news in various Read News
Familiar and
newspaper Newspaper comparison
Community publications. Press. News table
ENGLISH II 2º. GRADE

The New York Times Topic

Coronavirus
What are the symptoms of
coronavirus?

In the beginning , the coronavirus seemed like it was

primarily a respiratory illness- many patients :- had
fever and chills, were weak and tired, and coughed a lot,
though some people dont show many symtoms at all.
Those who seemed sickest have pneumonia or acute
respiratory distress syndrome and received
supplemental oxygen.
Top US Newspapers on the Internet

Newspapers US Internet
Top US Newspapers on the Internet
Final Product Comparative Table. 2º_Grade
ENGLISH II 2º. GRADE

Second Trimester Expected Learning

-Check monologues genres.
-Plan a monologue.
-Present a monologue.
-Promote feddback.

Social Achievement
Environment Product
practice of the Expected
language Learning

Improvise a Check monologue

short genres. Improvised
monologue on -Plan a monologue. monologue
Academic and Ludic presentation.
an interesting -Presents a
topic monologue
TYPES OF MONOLOGUES 2º.

Characteristics of a
monologue:
-Short story with
beginning, middle and
end.
Dramatic Personal
Monologue Monologue
-Simple script story.
Topics: Family, Friends,
School, Music,
Technology, etc

Comic Dramatic
Monologue Monologue
MONOLOGUES EXAMPLE 2º. Grade.

The students should learn about monologues…. and plan, presentationes , with a topic of your interest.

-Short monologue suggestion

«Dreams»
-Have you ever daydreamed?
-Daydreamed is those moments when you get lost in your thoughts.
-You imagine that you are a successful Young man, living with your beautiful family, whatever your goals may be.
-But suddenly, you come back to reality: «Thats impossible.- I dont have winning abilities, we deny ourselves the opportunity
for our dreams to come true.
-The same is true with English. I often hear people say that English is so hard, or they complain that they have to study too much
about the language.
-Let me tell you something. I think daydreaming is necessary in our lives.
-But most of the stuff that I daydream about, I know that I can make it happen. But start with short- term goals. Just commit to
run a few miles to begin with your purpose. Do not compare with others.
-Because in learning English maybe it will take us longer than them.
-You must reach your goal by yourself.!
-With much affection, your teacher who knows that you are a winner.
You tube Monologue videos in English

MONOLOGE
EXAMPLES
ENGLISH RUBRIC EVALUATION 2*Grade II
Trimester

Expected Learning : II Quarter

Suggestion: English Rubric

Evaluation. Points to consider.
Knowledge of the subject.
Preparation.
Posture and eye contact.
Safety.
Voice: tone, volume, speed, fluency
ENGLISH II 2º GRADE

Second Trimester Expected Learning

-Select and review materials.

-Read and understand information.
-Write information.
-Edit texts.

Social practice of the

Environment Achievement Product
language

-Selects and reviews

Paraphrases materials.
information for the -Read understand
operation of a machine information. Infografia
Academic and or device
Training -Write information.
-Edit plain text.
INFOGRAPHIC 2º GRADE

● Definition of Infographic: Its a visual

representation of a topic, idea of different
area of knowledge.
● Recommendations for making an
infographic:
● Select the topic.
● Make a written sketch. Select all the
material, like photos, images…..etc.
● Narrative text.
● Infographic order is very important: title,
hearder text, body, photos, images,
sequence.
● Ready…lets start! You can do it !
INFOGRAPHIC EXAMPLE

https://www.youtube.com/watch?v=ZVmsfT5t_VE
https://www.youtube.com/watch?v=i07qz_6Mk7g
ENGLISH II 2º GRADE

Second Trimester Expected Learning:

-Listen , review conversations about personal

experiences.
-Understand general sense, general ideas and
details.
-Share personal experiences in a conversation.

Social practice of the

Environment Achievement Product
language

Listen, understand, share

conversations and personal
Comments on own experiences, main ideas. Autobiographical
Family and experiences and those Anecdote
Community of others in a
conversation
 Autobiography writing

How to write an autobiography

My autobiography

Example of a biography

Autobiography video presentation

TIPS TO THE ENGLISH TEACHER

DIDACTIC MATERIAL (USE OF THE DICTIONARY).

EXPECTED LEARNING (GOAL).
A CONCEPTUAL MAP.
RECOGNITION OF THE STUDENTS PROGRESS.
TEACHING THE 4 ENGLISH COMPETENCIES: LISTENING,
STRATEGIES SPEAKING, WRITING AND READING.
MEASURING LEARNING WITH SIMPLE EVALUATIONS.
A STRATEGY OF TEACHING BY HAVING THE STUDENT
LEARNING TO LEARN IN AN AUTO-DIDACTIC (SELF-TAUGHT
WAY): PLAYING, TV, VIDEOS, MOVIES, YOUTUBE, MUSIC,
VIDEO GAMES, ETC.
ENGLISH TEACHING

METHODOLOGY:
- SOCIO-CULTURAL APPROACH

TECHNIQUES:
-DIALOGUE,
-THE DRAMATIZATION
-READ TEXTS
- WRITE EXERCISES-DICTATION
-TEACHING RESOURCES (SONGS, GAMES).
-USE OF LUDIC MATERIALS: MUSIC,
RADIO, TV, FILMS,
PROGRAMS, VIDEO GAMES …
EVALUACIÓN
DIGITAL RESOURCES
DIGITAL RESOURCES WEB SITES
DIGITAL RESOURCES WEB SITES
DIGITAL RESOURCES WEB SITES
https://www.youtube.com/watch?v=jnBLUnYff
Qc

https://www.youtube.com/watch?v=xTCumDS5
PNs

https://www.youtube.com/watch?v=IM3JmP5w
DGo

https://www.youtube.com/watch?v=IOXKiM-W
bi8
 3º GRADE
CYCLE 4
SYLLABUS 2011
 ENGLISH III
Second Term

ORAL PRESENTATION
SOCIAL PRACTICE OF THE LANGUAGE:
Interpret and express information published in various
media.

ENVIRONMENT: Familiar and Community

SPECIFIC COMPETENCY: Share emotions and reactions

caused by a TV program
ORAL PRESENTATION: Achievements

IDEA•IMPORTANTE
Anticipates main ideas and the information that
explains or supports them.

• Clarifies the meaning of some words.

• Formulates and answers questions to share

emotions and reactions.

• Explains main ideas through an oral exchange.

 GRAMMAR

• Contextual clues.
IDEA IMPORTANTE
• Visual and sound resources.

• Speech register.

• Non-verbal language.

• Differences and similarities between

mother tongue and English.

• Syntactic particularities of English

language: lack of gender in nouns and
adjectives.
 ORAL PRESENTATION

Language structure to work with it

• What is your favorite TV show?

• What is it about?

• Can you describe the show?

• What are the sound and visual effects?

• How does the program make you feel?

• What do you think will happen next?

• What is the context of the show?

 ORAL PRESENTATION

Activities for students

IDEA IMPORTANTE
• Brain storm for favorite TV shows.
• Talk about genre.
• Have a class survey of a favorite kind of TV show.
• Talk about settings and where the show takes
place.
• Talk about the relationship of speech and feelings.
• Choose a kind of TV show and use it as a model
to make a parody.
• Have students match with the genre of the show
they have chosen.
• Have students focus on speech register and non-
verbal language.
 ENGLISH III

MEMORY GAME

SOCIAL PRACTICE OF THE LANGUAGE:

Participate in language games to work with
specific linguistic aspects.

ENVIRONMENT: Literary and Ludic.

SPECIFIC COMPETENCY: Participate in

language games to comprehend and write
irregular verb forms.
 MEMORY GAME: Achievements
• Compares sentences with and without
irregular verb forms. IDEA IMPORTANTE
• Classifies sentences according to their
verb tense.

• Uses perfect tenses and simple past in

sentences and texts.

• Writes and dictates sentences with

irregular verb tenses.
 GRAMMAR

IDEA•IMPORTANTE
Verb tenses: present perfect, past perfect. Future
perfect and simple past.

• Verb forms: past and past participle.

• Similarities between words.

• Digraphs (e.g., tw and it)

• Irregular verb forms.

 MEMORY GAME

Language structure to work with it.

• What is the name of this game?
• This game is called “Word soup”/Cross Word puzzle”
• How do we know the difference?
• What are the rules for each game?
• What do we mean by verb tense?
• What is the difference between regular and irregular verbs?
• Notice the ending of the verbs.
• Let´s play!
• Who goes first?
• Is that an irregular verb?
• Now it is your turn.
 MEMORY GAME

Activities for students

IDEA IMPORTANTE
• Provide students with various language games and give
them time to spend playing the one they chose.
• Have them think of the steps they had to follow in order to
play successfully.
• Ask them to write down their ideas.
• Have students read a text (instructions for a game) and ask
them to look for various verbs.
• Ask students to classify those verbs according to their tense.
• Using the verbs they found, ask them to write sentences in
Present, Past and Future tense.
• Have students think about differences and similarities
between irregular verbs.
• Have students make their sets of cards and have their
memory game ready.
• Have students play their memory game.
 ENGLISH III

ANTHOLOGY REPORT OF HISTORICAL EVENTS

SOCIAL PRACTICE OF THE LANGUAGE:

Read and rewrite informative texts from a
particular field.

ENVIRONMENT:
Academic and Educational

SPECIFIC COMPETENCY: Write a short

report about a historical event.
 ACHIEVEMENTS

REPORT ANTHOLOGY OF HISTORICAL EVENTS.

• Formulate questions in order to distinguish

between main and secondary ideas.

• Writes simple and complex sentences.

• Links sentences together in order to make

paragraphs.

• Writes a short report, based on a model.

• Checks spelling conventions and adjusts

language according to intended audience and
purpose, to edit reports
 GRAMMAR

• Presence of auxiliaries in declarative, negative, and

IDEA IMPORTANTE
interrogative sentences (e.g., That did not happen;
Does he take a hard decisión?).

• Double genitive (e.g., an employee of hers).

• Verb tenses.

• Adverbs.

• Connectors.

• Abbreviations.
 REPORT ANTHOLOGY OF HISTORICAL EVENT

Language structure to work with it.

• What would you like to write about?

• When did it happen?

• What was the outcome?

• What would have happened if . . . ?

• What period of history are you interested in?

• What should go first?

• What´s the chronological order?

 REPORT ANTOLOGY FOR HISTORICAL EVENT

Activities for students

IDEA IMPORTANTE
• Have students research the previously selected
topic.
• Have students write notes on that topic focusing on
the main ideas, and secondary ideas.
• Have students think about the characters (main
and secondary) the dates, in chronological order.
• Talk about the cause and the effect.
• Have students write the first draft.
• Ask students to edit their draft.
• Ask students to put in order as a class their work
so they can make the anthology.
 ENGLISH III

TESTIMONY

SOCIAL PRACTICE OF THE LANGUAGE:

Understand and produce oral exchanges
related to leisure situations.

ENVIRONMENT: Familiar and Community.

SPECIFIC COMPETRENCY: Interpret and

offer descriptions regarding unexpected
situations in an oral exchange.
 TESTIMONY: Achievements
• Determines the function of pauses,
rhythm, and intonation. IDEA IMPORTANTE
• Negotiates meaning.

• Rephrases ideas.

• Uses strategies to restore a failed

conversation.

• Anticipates general sense, main ideas,

and some details in order to produce an
oral text.
GRAMMAR

• Contextual clues.
• Types of sentences.
• Adjectives and adverbs.
• Adverbs: of time and quantitive.
• Speech register.
• Direct and indirect speech.
• Acoustic features.
• Language formulae (e.g., greetings, courtesy, and
farewell expressions).
• Syntactic particularities of English: absence of double
negative.
 TESTIMONY

Language structure to work with it.

• What can you share with us?

• What do you remember?
• When did it happen?
• Do you practice that sport regularly?
• Why do you like that activity?
• How did you feel when it happened?
• How did it make you feel?
• What else do you remember?
• Can you give more details?
 TESTIMONY

Activities for students

IDEA IMPORTANTE
• Ask students to write sentences to describe
unexpected situations.
• Students will add details to main ideas.
• Ask students to identify ways to describe an
unexpected situation.
• Students will determine sequence of enunciation.
• Ask students to formulate questions to understand
a description.
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